Educational psychologist to special educational needs itinerant teacher
An educational psychologist already meets 38% of what the special educational needs itinerant teacher role asks for. The move turns on 12 required skills not yet in the profile.
63.5/ 100
1 How much of what a special educational needs itinerant teacher is expected to do is already part of an educational psychologist’s work. Directional: the figure for the reverse move differs, because moving into a speciality is not the same problem as moving out of one. 2 Every skill the special educational needs itinerant teacher role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
A special educational needs itinerant teacher role treats 8 of its required skills as things an educational psychologist already does. You would walk in with these on day one.
- assessment processes
- behavioural disorders
- communicate with youth
- guarantee students' safety
- liaise with educational staff
- liaise with educational support staff
What stands in the way is 12 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.
Table 2 · What you already bring
Of the 14 skills that carry over, these are the ones fewest other occupations ask for. A special educational needs itinerant teacher role needs them, and most people applying for one will not have them already. This is the part of an educational psychologist background worth leading with.
- already held show consideration for student's situation communication, collaboration and creativity
- already held behavioural disorders social sciences, journalism and information
- already held education law business, administration and law
- already held monitor student's behaviour management skills
- already held consult student's support system communication, collaboration and creativity
- already held communicate with youth communication, collaboration and creativity
All 14 carried skills, including the 8 the special educational needs itinerant teacher role treats as required.
Table 3 · What you may need to learn
The 25 missing skills fall into 5 areas of the ESCO skill hierarchy, numbered in the order worth working in. Areas carrying the most required skills come first, and inside each one the required skills sit above the optional ones. Nothing here is a verdict on you: it is a list of what this particular job asks for that your current one does not.
- still to learn advise on strategies for special needs students required
- still to learn adapt teaching to student's capabilities required
- still to learn apply intercultural teaching strategies required
- still to learn apply teaching strategies required
- still to learn assist students in their learning required
- still to learn demonstrate when teaching required
- still to learn give constructive feedback required
- still to learn prepare lesson content required
- still to learn provide lesson materials required
- optional, not held teach primary education class content optional
- optional, not held teach secondary education class content optional
- optional, not held arrange parent teacher meeting optional
- optional, not held cooperate with education professionals optional
- optional, not held counsel clients optional
- optional, not held provide teacher support optional
- still to learn assist students with equipment required
- optional, not held assist children with special needs in education settings optional
- optional, not held provide specialised instruction for special needs students optional
- optional, not held provide social counselling optional
- still to learn curriculum objectives required
- optional, not held primary school procedures optional
- optional, not held special needs education optional
- still to learn assess students required
- optional, not held assist students with their enrolment optional
- optional, not held keep records of attendance optional
Table 4 · Where to start
The 3 entries a special educational needs itinerant teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 advise on strategies for special needs students practise this
- 02 adapt teaching to student's capabilities practise this
- 03 apply intercultural teaching strategies practise this
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 14 skills that carry over
- already held assessment processes knowledge
- already held behavioural disorders knowledge
- already held communicate with youth skill
- already held guarantee students' safety skill
- already held liaise with educational staff skill
- already held liaise with educational support staff skill
- already held monitor student's behaviour skill
- already held show consideration for student's situation skill
- already held assist in the organisation of school events skill
- already held consult student's support system skill
- already held education law knowledge
- already held learning difficulties knowledge
- already held listen actively skill
- already held secondary school procedures knowledge
13 supplementary skills, helpful but not required
- optional, not held assist children with special needs in education settings optional
- optional, not held assist students with their enrolment optional
- optional, not held provide specialised instruction for special needs students optional
- optional, not held teach primary education class content optional
- optional, not held teach secondary education class content optional
- optional, not held arrange parent teacher meeting optional
- optional, not held cooperate with education professionals optional
- optional, not held counsel clients optional
- optional, not held keep records of attendance optional
- optional, not held primary school procedures optional
- optional, not held provide social counselling optional
- optional, not held provide teacher support optional
- optional, not held special needs education optional
31 held skills the special educational needs itinerant teacher role does not ask for
- not needed by the target role action research knowledge
- not needed by the target role adolescent psychological development knowledge
- not needed by the target role apply crisis intervention skill
- not needed by the target role carry out psychiatric assessment of child skill
- not needed by the target role communicate about youth's well-being skill
- not needed by the target role communication disorders knowledge
- not needed by the target role conduct psychological research skill
- not needed by the target role consultation knowledge
- not needed by the target role counsel students skill
- not needed by the target role crisis intervention knowledge
- not needed by the target role developmental psychology knowledge
- not needed by the target role diagnose education problems skill
- not needed by the target role diagnose psychiatric symptoms skill
- not needed by the target role interpret psychological tests skill
- not needed by the target role keep up-to-date with training subjects skill
- not needed by the target role learning needs analysis knowledge
- not needed by the target role monitor therapeutic progress skill
- not needed by the target role oversee extra-curricular activities skill
- not needed by the target role perform educational testing skill
- not needed by the target role psychiatric disorders knowledge
- not needed by the target role psychological counselling methods knowledge
- not needed by the target role psychology knowledge
- not needed by the target role publish academic research skill
- not needed by the target role school psychology knowledge
- not needed by the target role scientific research methodology knowledge
- not needed by the target role social development knowledge
- not needed by the target role support children's wellbeing skill
- not needed by the target role test for behavioural patterns skill
- not needed by the target role test for emotional patterns skill
- not needed by the target role use psychoeducation skill
- not needed by the target role write research proposals skill
3 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- still to learn curriculum objectives required
- optional, not held primary school procedures optional
- optional, not held special needs education optional
Common questions about this move
Can an educational psychologist become a special educational needs itinerant teacher?
Yes, and it is a substantial move. An educational psychologist already covers 38% of what a special educational needs itinerant teacher is expected to do: 14 skills carry over, 8 of which the special educational needs itinerant teacher role treats as required.
What skills does an educational psychologist need to become a special educational needs itinerant teacher?
12 required skills are missing, plus 13 optional ones. They fall into 5 areas of the ESCO skill hierarchy, led by communication, collaboration and creativity. The single most important is advise on strategies for special needs students.
How hard is the move from educational psychologist to special educational needs itinerant teacher?
Its learning distance is 63.5 out of 100, which is the substantial band. That accounts for both how much is missing and how specialised those skills are.
How this record was compiled
Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.